This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
I use google for images, so please forgive a lack of referencing them, they can easily be found and traced. I use these exclusively in class to outline talking points and indicate examples for the class to discuss, so the slides' use of terminology is bound by assigned texts.
This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
I use google for images, so please forgive a lack of referencing them, they can easily be found and traced. I use these exclusively in class to outline talking points and indicate examples for the class to discuss, so the slides' use of terminology is bound by assigned texts.
Ini merupakan contoh kertas kerja untuk membuat program di universiti..
TIPS utk lulus kertas kerja program:
-Penggunaan VOT berdasarkan pekeliling yg lengkap.
-Mempunyai Kemahiran Insaniah (KI)
-Tentatif prgram yg lengkap
A very brief information on some of the basic principles and underlining ideas related to 21st century classroom. The slides are using mix languages (English and Malay).
Kindly provide me with appropriate responses for future improvement.
Ini merupakan contoh kertas kerja untuk membuat program di universiti..
TIPS utk lulus kertas kerja program:
-Penggunaan VOT berdasarkan pekeliling yg lengkap.
-Mempunyai Kemahiran Insaniah (KI)
-Tentatif prgram yg lengkap
A very brief information on some of the basic principles and underlining ideas related to 21st century classroom. The slides are using mix languages (English and Malay).
Kindly provide me with appropriate responses for future improvement.
Updated for the 2009-2010 school year! This is part 2 of a two part series intended for students. The National History Day in Ohio staff uses parts of this presentations for their classroom outreach. For more information about outreach go to www.ohiohistoryday.org.
For the final project, you will choose to investigate American H.docxmecklenburgstrelitzh
For the final project, you will choose to investigate American History through the Civil War through one of the following lenses:
Choose one:
Expansion of suffrage:
Evaluate how suffrage expanded before the Civil War, your project must focus on the 12th, 14th, 15th amendments, election of Jackson, suppression of women's rights to vote in the 15th amendment
How slavery defined America:
Evaluate how slavery shaped early American history. Your project must focus on debates over slavery in the Constitution, how the Constitution protected slavery, assumptions of the end of slavery, importance of Eli Whitney, economic reasons the North grew away from slavery and the South depended on it, importance of Dred Scott, Lincoln's views on Slavery, Nat Turner's Rebellion, the strategic importance of the Emancipation Proclamation, 13th amendment.
Experience of the Oppressed
: Compare the experiences of women, African Americans and Native Americans. Include specific examples of how each group was oppressed and also the opportunities that they had. Compare their experiences and decide who had the worst treatment and why.
What it means to be American:
Investigate what it means to be an American and how the "American spirit" developed. Include in your investigation, the ideas of Manifest Destiny and examples of what could be seen as divine providence for westward expansion, the importance of the War of 1812 to defining us as an independent country and how the Civil War made us a nation. Postulate what it means to be an American and the most important values that make up our national identity and use specific examples from early American history to back up your assertion.
Artifacts that must be included in your final project
In addition to what is specified in the directions above for your option, you must also include andanalyze:
1 Supreme Court case ruling that involves your topic
1 political cartoon that involves your topic
1 other primary source document: a letter, new paper article from the time period, a law, treaty etc.
1 speech from a prominent leader
At least 3 other scholarly sources from the library or library database
You will present these artifacts in your final project and you will show analysis of them and include them in the development of your arguments and thesis.
Product Options
Based on your source evaluation you will create a finished product. Your product can include:
2,000 word paper
10 minute Ted Talk that features you giving a speech and is accompanied by images and graphics to enhance your speech
An interactive Infographic or website that includes links to videos, has good graphics and detailed information on each part of the topic prompt you could give people to inform them of the topic
.
GENERAL INFORMATION.A primary source is historical evidence writ.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
For the regional super elementary workshops in conjunction with the Ohio Council for Social Studies, some resources available from the Ohio Historical Society.
The Ohio Historical Society and National History Day in Ohio publish a list of Ohio topics related to the annual theme. This year's theme, "Innovation and History: Impact and Change," invites students to examine how an innovation had an impact on history. Innovation can be defined broadly and move beyond technology.
Updated for the 2009-2010 school year! This is part 1 of a two part series intended for students. The National History Day in Ohio staff uses parts of this presentations for their classroom outreach. For more information about outreach go to www.ohiohistoryday.org.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Student Introduction to National History Day in Ohio
1. Student Introduction to National History Day Creating Student Historians Presented by Your Name from the Your Organization
2. Why History? Why NHD? History is the original reality series. With NHD, you can research real people, living real lives, having real experiences.
3. What if you could research what YOU wanted to? National History Day allows you to explore endless topic possibilities!!
4.
5. Why do National History Day? “ NHD is not about memorizing dates but more about doing research and expressing what you have learned. These skills are more important after school in the real world.” “ [History Day] ROCKS! Not only do I actually pay attention in history class... I actually want to learn more!"
8. What is debate? A discussion involving opposing points; an argument. Deliberation; consideration What is diplomacy? The art or practice of conducting international relations, as in negotiating alliances, treaties, and agreements. Tact and skill in dealing with people .
9.
10. Is your topic too new? Avoid current event topics... Contemporary debates over immigration to the United States.
11.
12. Is your topic too broad? Narrow in by time period, people affected, event, or geographic area... The entire history of the United Nations
13. ....and look at something specific related to the broad topic. A New Path to Diplomacy: The Forming of the United Nations
14.
15. The NHD Process Research Analyze Present The Three Hats of the Historian
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17.
18.
19.
20.
21. Primary vs. Secondary Sources Secondary Sources Created after the fact and analyzes primary sources to create a historical narrative. Primary Sources Created at the time of the event or by someone who witnessed the event.
22.
23.
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25. Primary source to analyze with students. Use different sources for different grade levels or different audiences
Introduce yourself, and why you work in the history field or why you love history.
This may be a good time to ask students to define history. Explain that history is not just the past, but the understanding or interpretation of the past, which means that someone has to research the information and put together a narrative. You can ask things like: "Does your text book tell the entire story of history?" You can come back around to this idea of interpreting history when you talk about the types of projects.
Graphically represent the change of topics
Show how it is a good topic connected to theme and model
Ask students what they see going on in this source through pure observation. How do they know what this source is about? What else would they like to know? How could you get more information? What is the historical context (the fight for women's suffrage)
There are three elements to a successful History Day thesis statement- key facts that identify your topic, how it relates to the theme, and why it is important in history.